본 연구는 참여관찰을 통해 초등학교 교실 수업 장면에서 드러나는 초등교사의 특성을 탐색해보는데 목적이 있다. 연구대상은 전형적 사례로 인정되는 공립 3개교, 사립 1개교에서 저학년 2학급, 중학년 2학급 , 고학년 2학급 총 6학급을 선정하였다. 자료 수집은 총 138차시의 수업뿐만 아니라 아동이 학교에 오는 장면부터 방과 후 활동까지 전일 활동을 관찰하였다. 수집된 참여관찰 기록은 사실기술과 해석으로 전사하였다. 전사된 내용분석은 학교별, 학년별, 교과별로 표시하면서 일정한 체계로 코딩하였다. 세 번의 수정과정을 거쳐 완성된 코딩의 틀은 교수측면과 인격적 측면이다. 교수 측면은 맥락화, 통합화, 정교화의 3개의 영역으로, 인격적 측면은 의사소통, 생활지도, 모델의 3개영역으로 범주화 되었다.연구결과, 초등교사의 특성을 교수 측면과 인격적 측면으로 나누어볼 때, 두 측면은 뚜렷이 구분되기보다는 하나의 상황 속에서 통합적으로 작용하고 있다. 그리고 교사와 학생간의 상호작용은 개별적 접근의 특성을 가지고 있다. 후속 연구에서는 문화 기술적 연구의 특성상 교수 측면과 인격적 측면 이외에 다양한 또 다른 관점에서 연구가 이루어질 수 있을 것으로 기대한다.

The purpose of this study was to explore the elementary teacher's characteristics in instruction with a participant observation. For this purpose, three public schools and one private school were selected. And six classes were chosen equally the two 1st, two 4th, two 6th grades from three public schools and one private school. The collection of data observed the classes as well as the scenes where the students come to the school, activities after school that reaches from all day. After the participant observation, the analysis of videotapes consisted of recordings that contain every school/class/lesson. The category was divided into teaching and personal aspects. And then 'teaching' aspects divided into three parts. Those were contextualization, elaboration, and integration. And personal aspects were divides into communication, guidance, and modeling. The followings are the results of this study: First, when the elementary teachers' characteristics were trying to share with the teaching and personal aspects, those were not divided separately but operated coordinately in one situation inside. Second, the interaction between teacher and students were having the characteristics of individual approach. In conclusion, it was recommended to be developed various perspectives in addition to two characteristics of ethnographic study.

The purpose of this study was to explore the elementary teacher's characteristics in instruction with a participant observation. For this purpose, three public schools and one private school were selected. And six classes were chosen equally the two 1st, two 4th, two 6th grades from three public schools and one private school. The collection of data observed the classes as well as the scenes where the students come to the school, activities after school that reaches from all day. After the participant observation, the analysis of videotapes consisted of recordings that contain every school/class/lesson. The category was divided into teaching and personal aspects. And then 'teaching' aspects divided into three parts. Those were contextualization, elaboration, and integration. And personal aspects were divides into communication, guidance, and modeling. The followings are the results of this study: First, when the elementary teachers' characteristics were trying to share with the teaching and personal aspects, those were not divided separately but operated coordinately in one situation inside. Second, the interaction between teacher and students were having the characteristics of individual approach. In conclusion, it was recommended to be developed various perspectives in addition to two characteristics of ethnographic study.

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participant observation, contextualization, elaboration, integration, communication, guidance, modeling